Abstract
Ss learned a paired-associate list in which concrete, high imagery and abstract, low imagery nouns served as stimuli for nonsense syllable associates. The lengths of the study-recall intervals and intertrial intervals were varied. Performance improved over trials and was superior for concrete stimuli and longer study-recall intervals. A significant interaction indicated that abstract noun stimuli need longer study periods than concrete noun stimuli for discovery and utilization in learning.
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1. The help of John Delmage in gathering the data and Kaiman G. Csapo for drawing the figure, is gratefully acknowledged.
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Yarmey, A.D. Concreteness, imagery and temporal factors in paired-associate learning. Psychon Sci 8, 417–418 (1967). https://doi.org/10.3758/BF03332269
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DOI: https://doi.org/10.3758/BF03332269